Experiences: Service Learning with Ithaca Schools Family/Social Worker, Pre-Kindergarten and 1st grade classes at Beverly J. Martin Elementary (All Required)

New York State defines a high needs school as one where 40 percent or more of the student body is socioeconomically disadvantaged when compared to others in the same geographic area.  Located in downtown Ithaca near several low-income housing developments, Beverly J. Martin (BJM) is definitely one of these schools.  A high needs school can receive additional funding for medical, psychological/social, and/or remedial education services, as well as other benefits, if the school qualifies for such aid.  I have observed that teachers in a high needs school need to do many of the same things all teachers should do, just with more awareness and attention.  This extra attention is placed on areas such as communication with families, collaboration with other teachers, record-keeping on students potentially at risk or with physical or mental disabilities, and adopting a wide variety of teaching strategies to fit a broad cross-section of students.  There is absolutely more paperwork and an increased attention to detail in a high needs school, but in many ways, teachers in high needs schools reflect the commitment and disposition all educators should have.  I am glad to have had the opportunity to work in a high needs school, and I hope work with these schools more in the future.

Experiences: Service Learning with Ithaca Schools Family/Social Worker, Pre-Kindergarten and 1st grade class at Beverly J. Martin Elementary (Both Required), Cass Park Day Camp

Working in a downtown elementary school in a city with a large range of economic diversity, I naturally have had meaningful experiences with students in socioeconomically disadvantaged families.  As someone with a disability, and therefore a minority, I can relate to some of the struggle to be "normal" felt by these families.  I have used my empathy to make socioeconomically disadvantaged children feel welcome in the classroom.  I have listened when children need to talk and provided comfort and support when that is needed.  Additionally, socioeconomically disadvantaged students may need small-scale interventions in the home to support their education.  This may be in the form of simply providing families with appropriate information, or may involve letting a student borrow materials to facilitate at-home learning.  Many families are willing to participate in their child's education, but just have never been introduced to their child's curriculum.  A teacher, along with a family worker, is the perfect tool to get the whole family involved in education and grow a child's mind even further.

Experiences: 1st Grade and Pre-Kindergarten at Beverly J. Martin Elementary, Pre-Kindergarten at Ithaca High School (Required)

I have had indirect experiences with English Language Learners (ELL) throughout my required field experiences.  All the ELL I have known speak English well and do not require much extra help or special attention.  I hope to be able to work with more ELL in my future experiences.  From my coursework, I know that having an English Language Learner in a class sometimes forces a teacher to learn at least some of the child's first language.  Pictures and posters can also be used to communicate by having the child point to what they want or need.  Many ELL come from other cultures, which need to be integrated into the classroom to make it a comfortable place for all.  Teachers of ELL need to put away any biases they may have, hidden or otherwise, and be willing to work with all students.  I  hope to work with children for whom English is a second language, and plan to welcome them graciously into my class.

Experiences: 1st Grade at Beverly J. Martin Elementary School (Required), Cass Park Day Camp, Ithaca City Summer School Program

I have had the fortunate opportunity to work both directly and indirectly with children who have a variety of disabilities.  Like all students, children with special needs require a wide range of assistance.  Depending on the disability, these children may need only minor help occasionally throughout the day, or they may need aid with even the most basic of tasks.  One aspect of working with children with disabilities is the ability to know when this assistance is needed, and when it is not.  Growing up with a disability myself has given me an innate sense of this and a true understanding of what it feels like to have aid forced upon you when it is not needed.  This understanding has helped me relate to children with differences, and indeed all children, with a caring and compassionate feel for who they are and who they want to be.  I believe this is a unique quality that sets me apart from other educators.

Experiences: Service Learning with Ithaca Schools Family/Social Worker, Pre-Kindergarten class at Beverly J. Martin Elementary (Both Required), Cass Park Day Camp

Several of my experiences with young children have also given me valuable experiences interacting with their families and caregivers.  In all of these instances, I act professionally and courteously, answering questions if I can but also referring them to a colleague if I am unsure of the correct answer.  I try to include the family is as much of their child's day as I can by telling them what happened and any out-of-the-ordinary circumstances.  Family involvement inside the classroom is also an important piece of my philosophy.  If discipline or poor behavior is involved in a family conversation, I try to physically guide it away from other children or adults.  I understand these situations may me personal, and I do my best to respect that.  I always start a conversation on a positive note, telling parents what their child achieved instead of focusing on the negative.  I have also learned to end a conversation with parents or guardians this way, leaving a positive final impression of a child in a family's head.  I feel can connect well with families and aim to make this a central component of my classroom.